Categories

Course Goals

One of main goals of the course is to problematize the notion of translation and to see the translator as instrumental in the reception of the foreign text in the target culture. Through the course it is hoped that students will gain a critical awareness of the notion of “foreignness” (in all senses of the word). Once we have examined the question of whether or not the “foreign” is to be welcomed or banished in translation (one of the enduring debates in the field) we will examine how this foreignness has been either elided or foregrounded in the history of translation. It is also a goal of the course to heighten students’ awareness of the vital role played by institutions (political, cultural, religious, and educational) in the selection and adoption of both foreign text and translator. The course will examine the ethical issues involved in translation, which range from questions of fidelity to an original text to copyright law as it pertains to translators’ rights.Students will have an opportunity to use their second language skills in an examination and appraisal of a translated text as part of the course requirements.

Learning Goals

To teach students to appreciate the benefits, problems, and intellectual challenge of comparative study across historical, cultural, or generic boundaries. (6,8)

To learn how to engage with the problems of comparing the situations, intellectual products, and material remains of different historical periods

To appreciate the rewards and difficulties inherent in thinking across cultural boundaries of all kinds (such as race, gender, nationality, religion, and sexual orientation).

To equip students with the oral and written analytical and expository skills needed to deal with the cultural, linguistic, and material diversity that is an inevitable feature of an increasingly globalized world.

Bucknell University Honor Code

As a student and citizen of the Bucknell University community:

I will not lie, cheat, or steal in my academic endeavors.

I will forthrightly oppose each and every instance of academic dishonesty.

I will let my conscience guide my decision to communicate directly with any person or persons I believe to have been dishonest in academic work.

I will let my conscience guide my decision on reporting breaches of academic integrity to the appropriate faculty or deans.